to UvWe,^*^'^ <2.clttca.tion it\"E astern 
J. Taylor HaTiivltoT\, 





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The Early Moravian Contribution to Liberal 
Education in Eastern Pennsylvania. 



AN ADDRESS DELIVERED AT 



LAFAYETTE qOI.I.EGE 



ON 



Founder's Day, October 23, 1901. 



Rev. J. TAYI^OR HAMII^TON, D.D., 

Professor in the Moravian College and Theological 
Seminary at Bethlehem, Pa. 



The Early Moravian Contribution to Liberal 
Education in Eastern Pennsylvania* 

Ladies and Gentlemen : 

President Warfield's expressed preference is my 
apology for speaking to a theme otherwise open to 
stricture here and now. As it is, I confess embarrass- 
ment ; for the successors of Robert Traill, the Scotch 
master, have far outrun those who received their 
torch from the Moravian schoolman, George Neisser. 
Yet your President's suggestion hints at possible 
interest derivable from tracing one of the many 
threads gathered into the web and woof of our present 
culture. I pluck up courage also, when I remember 
that many bonds unite our two chief towns in the 
Forks of the Delaware. The paths of your Brainerd 
and of our Mack and Zeisberger crossed under primeval 
beech and spruce and chestnut trees. The * *god-f ather' ' 
of this county-seat, William Parsons, was the 
Moravians' friend. When your public men projected 
this college in 1824, Pulaski's banner, carried in one 
of the great processions in honor of Lafayette, a banner 
embroidered by our sisters, may have reminded him 
of tender care at the hands of those sisters after the 
defeat on the Brandywine. Surely it is, therefore, 
permissible for us of Bethlehem to hail your now 
venerable institution with our Vivat, crescat^ floreat 
academia. And appreciating, as I do, the honor of 
being asked to speak to-day, I am sure I may count on 
an indulgent hearing for the tale of Moravian efforts 
in education long ago. 

Daniel Martin was just setting in order his canoe 
ferry here at the Point, when our Spangenberg wrote 
the Skippack to Count Zinzendorf in Europe that the 



educational needs of the colony were very great. In 
1739 t^^ smoke of Indian camps still curled up from 
the bushes fringing the Delaware and the Lehigh, and 
their waters teemed with rock-bass and shad. A fore- 
taste of future insecurity of tenure the Monseys and 
Delawares had received through the ' ' Walking Pur- 
chase." But this whole region was sparsely settled 
by whites. Perhaps there were not more than three 
hundred thousand in the colony. In the Minnisinks 
they were battling with the Wilderness. Even to the 
South "The Log College on the Neshaminy " had 
reached only its teens. It was the day of beginnings. 
In Spangenberg's language there was " almost no one 
who made the youth his concern." 

Now, for several reasons, it was natural that the re- 
port of this consecrated pioneer, who had been sent 
to spy out the religious and moral requirements of 
Pennsylvania, met a sympathetic response in regard 
to school matters. 

Modern pedagog;- recognizes that a revolution in 
educational conceptions was wrought by Amos Come- 
nius, a Moravian bishop, at this time dead about 
seventy years. He stood for universal education. 
He postulated that every man and every woman 
also is entitled to the best education possible 
in virtue of inherent humanity. From education 
all ranks and conditions should gain vigor of intel- 
lect and soundness of judgment, by it have tastes cul- 
tured, and through it receive information needful for 
happiness and usefulness. Step by step, and at first 
by object teaching, each should be brought to feel 
thoroughly at home in the world, finding none of its 
interests foreign to him, so as to be fitted to con- 
tribute his part to the common advantage, the while he 
himself is prepared for eternal happiness in accordance 
with the will of God. 

When the awful Thirty Years' War was sweeping- 
Central Europe like a series of tornadoes, these were 



new notions. Men on the heights, who saw above 
and beyond the sulphur smoke in the valleys of strife, 
desired the services of Comenius for England, for 
France, for Sweden, yes, even for New England. 
Some of us now think it was a pity he did not close in 
with the overtures of Governor Winthrop, respecting 
the presidency of Harvard. As it was, his intense 
literary activity — he wrote more than one hundred 
works, many of them educational — left permanent 
effects in the improvement of scholastic methods. 

Now Comenius had drafted his first scheme of 
educational reform while rector of the church-school 
at Fulneck, in that very region of Moravia where 
George Neisser, Bethlehem's first schoolmaster, was 
born. I am not ready to affirm, that when Neisser 
took his stand behind the desk in 1742, he had a clear 
and complete apprehension of the Comenian principles. 
But one can not peruse manuscripts which he has left, 
and avoid the conviction that in him vital traditions of 
what was best in the church of his forefathers survived, 
even though the rack, the knout, and the stake of the 
Counter-Reformation had destroyed its organic life. 

But the educational ideal of the Moravian pioneers 
in colonial Pennsylvania was powerfully affected bj^ 
another influence, the pietistic, through Count Zinzen- 
dorf. This student of Halle and Wittenberg, sent to 
America — and for a time personally shared their 
work — men like Spangenberg and Peter Bohler 
of Jena, and Pyrlaeus of Leipzig, now identified 
with the Moravians. He and they knew the value of 
liberal culture. He had sought to found a college in 
Ivusatia dominated by the religious spirit. He had 
helped to equip a normal school in the Baltic Provinces. 
Wherever he and the Moravians went, schools were 
founded — in Germany, Switzerland, Holland, Den- 
mark, Britain, and Ireland — to contribute later to the 
making of a Schleiermacher, a Novalis, a Montgomery, 
an Asquith. 



Naturally, when Zinzendorf visited Pennsylvania in 
1742, his plans included schools. In German town he 
inaugurated a school for girls, where his daughter. 
Countess Benigna, taught for a time. Removed to 
Bethlehem in June of that year, after sundry migra- 
tions, this school has remained there since 1749. 
From its halls, more than eight thousand young women 
have stepped forth into active life. A school for boys 
was founded at Nazareth in 1743, but was, two years 
later, transferred to Frederick Township, in Montgom- 
ery County. There were schools at Oley, near Reading, 
at Germantown, at Heidelberg, at Tulpehocken, at 
York. In fact, during the next years fifteen schools 
of various grades were maintained by the Moravians in 
Pennsylvania. Whitefield inspected and admired at 
least one of them during his visit in 1746. Circum- 
stances hindered the permanence of most. 

When Braddock's defeat opened the flood-gates, and 
the back-country beyond the Blue Mountains was 
deluged with savagery, the incipient towns received 
hundreds of refugees from desolated homes. Life ran 
in abnormal channels. Schools ceased in the open 
country. Their missions among the Indians now 
exposed the Moravians to misjudgment. Dazed by 
the cruelties of savage border raids the colonists could 
scarcely make distinctions between Indians and 
Indians, painted pagans and industrious peace-loving 
converts. By drum-beat, mass-meetings assembled to 
plan the destruction of those who were known as the 
Indians' friends. When happy in the proud splendor 
of a cocked hat and a military coat of broadcloth, 
gloriously gleaming with gold lace, the renegade 
Teedyuscung met the governors of adjacent colonicg 
here in Easton, Moravian missionaries interpreted and 
promoted the treaty, and their Frederick Post ventured 
with the olive-branch to wilds beyond the Ohio. 
But the hopes of peace were not realized. Friends 
might design a medal in honor of the con- 



ference in Kaston — on one side the head of King 
George II, on the other a citizen and an Indian seated 
beneath a tree, the former handing the latter a calu- 
met of peace, with the sun in the zenith, Pontiac's 
conspiracy rekindled passions. Exasperated frontiers- 
men replied to the murder of exposed settlers by 
massacring friendly Conestogas, and again the 
Moravians were placed in an unenviable position of 
unpopularity. Scarcely had these storms subsided, 
when premonitory thunders of the great life and death 
struggle of the colonies rumbled in the distance. 
When ordinary business was unsettled by war, schools 
could not thrive. Thus apart from parochial schools 
in their settlements, most of the Moravian schools 
here came to an end. 

Yet just in this critical time, a stone building 
at Nazareth, of spacious proportions for 1759, was 
dedicated to the education of boys. Here at 
Nazareth Hall, the Rev. Francis Lembke, a former 
professor of the gymnasium atStrasburg, since 1763 ad- 
ministered affairs, and was aided by instructors from 
abroad. More than one hundred pupils were enrolled. 
But the war closed the doors of this school in 1779. 
Yet soon after peace was concluded it enjoyed a new 
springtime, and under the Rev. Charles Gotthold 
Reichel, at the close of the century, drew patronage 
from points as far apart as Montreal and Savannah, 
and enjoyed wide reputation throughout Pennsylvania 
and New York. During the closing decade of the 
century, Bethlehem Seminary, under the Rev. Jacob 
Van Vleck, prospered exceedingly, being not 
merely compelled to decline applicants for admis- 
sion, but in 1797 had a list of such, so extensive 
that no more applications could be registered for a year 
and a half to come. A grand-niece of President 
Washington, daughters of Generals Greene and But- 
ler, and the daughters of families like the Bleekers and 
I/ansings of Albany, the Livingstones, Lawrences, and 



Roosevelts of New York, the Alstons and Hugers of 
South Carolina, and the I^ees of Virginia testified to 
the national reputation of the school. 

It might be pleasant to speak of persons distinguished 
in after-life, who received their first equipment in 
these schools. We should note how Nazareth sent 
men to battle on either side of the great conflict more 
than a generation ago — men like Stephen R. Mallory 
and Generals Andrew A. Humphreys, Nathaniel Mich- 
ler, and General Mcintosh; and the names of McCalla, 
the hero of Tientsin, and of Mr. Cortelyou, our 
lamented President McKinley's invaluable secretary, 
would hint of the honorable record since the Civil 
War. But this would carry me beyond the scope of 
my task. Moreover, the greatest contribution of these 
schools to the educational cause has been that they 
have stood for an ideal, and championed a just con- 
ception of education. 

Nor do the set limits of my theme permit me to refer 
to other Moravian schools founded since the close of 
the eighteenth century. 

He who subjects to scrutiny the curricula of 
the schools we have been considering at the period 
beyond which we do not propose to pass, should 
remember that text-books were rare. The instruc- 
tor's personality counted for everything. The acces- 
sories of the modern classroom were mainly lacking. 
Nevertheless, special attention was paid to Knglish, 
French, and German. Mathematics, astronomy, and 
natural history found their place aside more elemen- 
tary branches. At Nazareth, I^atin and Greek were 
read. Instrumental and vocal music, and drawing con- 
tributed pleasant accomplishments. The Bethlehem 
spinning, needlework, and embroidery were famous, 
fitting young women for home life. Walks, and other 
forms of physical exercise developed the body. Un- 
obtrusively, and in a way free from sectarian bias, 
religious instruction was imparted as a matter of course. 



In the light of modern educational development, 
defects and crudities will be discovered ; but here 
were the essentials of a liberal education. 

Like Comenius, these educators, at the close of the 
eighteenth century, aimed to discover and develop 
native gifts. They would furnish with resources that 
constitute a permanent acquisition and brighten every 
situation. They tried to refine, to enlarge sympathies, 
fit for good citizenship, and render more easy the at- 
tainment of the birthright of a child of God. And in 
it all they were right, and planned in advance of their 
times. For in education the growth of every faculty 
should be coordinated. Mens sana in corpore sano is 
an ancient aphorism ; but we are only to-day begin- 
ning to find acceptance for the truth that increasing 
spiritual power should keep pace with growing intel- 
lectual force. 

Education without religion may fashion a Titan 
wily as Mephistopheles with the instincts of Caliban, 
a menace to the State, the atheist whose activities 
issue in anarchy. With it all the scholar, whose con- 
science and heart suffer atrophy, thirsts and is 
not satisfied. One of our best historians has stated 
his deliberate conclusion : "Let us follow knowledge 
to the outer circle of the universe — the eye will not be 
satisfied with seeing nor the ear with hearing. 
Knowledge is power and wealth is power, and 
harnessed to the chariot of the soul and guided by 
wisdom they may bear it through the circle of the 
stars ; but left to their own guidance or reined by a 
fool's hand, the wild horses may bring the poor fool 
to Phaeton's end and set a world on fire." Yes, for us 
a liberal education must be a Christian education, the 
discipline of religion dominating the will, purifying 
motives, strengthening manhood, furnishing self- 
mastery and seating hope upon life's throne. 

The early Moravian schools in Eastern Pennsyl- 
vania possessed special character by reason of the 



educational conception and the educational method 
they exemplified. Let me invert the order in con- 
sidering their demonstration of that which Comenius 
had championed. 

As to method, close personal study of the individual 
pupil by the instructor should discern nature's indica- 
tions, that instruction might be adapted to the capacity 
of each ; for there is not a height to which a mind can 
not be led if you lead it one step at a time, and there 
is not a science that can not be mastered, if its essen- 
tials are understood in an order of progression. 

An overgrown lad in Sir Edwin Arnold's school, 
near Birmingham, had once been almost given up by 
him as a hopeless blockhead. But one day a young 
girl who lived with the boy's mother came to plead 
for "Trotter", as they called him. "Indeed he was so 
good, if shy and slow. ' ' Then Arnold took ' 'Trotter' ' 
in hand. He told the lad not to be ashamed. "King 
Ptolemy had boggled like himself at the Asses' Bridge, 
and had asked Euclid if he could not make it all a bit 
easier, to receive the reply, 'There is no royal road to 
learning.' 'But there is Trotter,' said Arnold, 'there 
is a very broad and good King's Highway, by means 
of which nothing is difficult, nothing abstruse. It is 
just as easy to learn the binomial theorem, or San- 
skrit, or navigation, as it is to mow grass or shear a 
sheep. The secret is to be rightly taught or to teach 
yourself rightly from the beginning, making sure of 
every step taken.' " "Well with that," reports 
Arnold, "We built up Euclid for ourselves. We at- 
tacked that fatal fifth proposition ; we surveyed it, 
and made colored sections of it ; we worked out 
deductions and corollaries from it, until we had all 
sorts of supplementary propositions built over it and 
under it. And as he grasped the raison d' etre of 
Euclid, his terrors changed to pleasure. The lad 
became the first demonstrator in the class. Well, that 
was one bridge. As I was crossing Canada," continues 



Arnold, "many a year afterward, in the new and 
wonderful region between Vancouver and Winnipeg, 
we came upon an important ceremony, the open- 
ing of a most remarkable bridge, built over a most 
impetuous and unrestrainable river, and connecting 
in a manner most momentous for commerce and inter- 
course the sister States of a great Province. Having 
received a polite invitation to attend the inauguration, 
I repaired to the superintending engineer, in order to 
obtain some particulars of time and place. Inquiring 
at the door, I was told that he was for the moment 
out, but his wife, whose name I did not catch, would 
see me. lyooking around on the walls, I spied to my 
astonishment, among pictures of various kinds, a 
photographic view of King Edward's School, Birming- 
ham, and close beside it — The Fifth Proposition of 
the First Book of Euclid, with the angles and triangles 
done in divers colors, and underneath it written, 'My 
First Bridge. ' Near at hand was a superb picture of 
the new Canadian bridge, in all its glory of iron and 
timber, with the rushing, forest-bom river, inocu- 
ously whirling ice-slabs beneath its wide arches; 
while in the corner I read, very neatly inscribed, 'His 
Second Bridge.' Just then then there came into the 
nicest, brightest matron, leading a handsome boy of 
ten by the hand. In an instant, after all these years, 
we recognized each other. She was the girl with the 
blue eyes who had placed before me Trotter's woe 
about Euclid ; and Trotter — none other than the mel- 
ancholy Trotter — was the great hero of the day, the 
triumphant engineer. ' ' 

Arnold's was an illustration of the Comenian prin- 
ciple, the teacher studying his pupil, to lead him step 
by step from the concrete to the abstract, from facts to 
principles. In emplojdng this method Moravian 
teachers hit upon an educational system which must 
be permanent, even if subject to modification as to 
details. It was significant, too, that they stood for a 
liberal culture for both sexes. 



Education is to render one thoroughly at home 
in the world, to the end that recognizing oppor- 
tunities he shall best serve his age. A teacher 
therefore has a double task ; he must cause 
his students to know facts and to grasp principles ; 
but he must also discipline the mind that is to know 
and use knowledge. At our great works up the IvC- 
high, you may see certain huge retorts wherein ore 
from hillsides near Santiago de Cuba with stertorous 
panting of blazing gases is transmuted into molten 
steel. These ingots of .steel, subjected to various re- 
treatment, after being placed in sundry ovens and in 
huge hydraulic presses, will come forth as impene- 
trable armor for — let us say — a new Maine, Now ores 
from the Jaragua mines can be utilized for turrets 
only by being first converted into ductile yet tough- 
ened steel. So in the preparation for life. Time is 
gained, not lost, which is spent in creating mental 
power. In its place technical training is priceless. 
But back of and beneath assimilation of specific 
knowledge required for one craft or profession, a man 
must discipline himself. He must really know his 
own brain power, and by developing native capacity 
must gain the strength of reserve force. 

Now in seeking to develop brain power, ability to 
reason and to clearly and forcefully express thought 
are the two faculties to which first attention must 
be paid. And experience, not ultraconservatism, 
has taught the value of two groups of studies as 
conjointly adapted to this end — the study of the 
classical languages and the study of mathematics. 
Complex, well developed, with a facility to convey 
all shades of thought discriminatingly, these 
languages afford a fine mental drill. The languages 
of modern civilization are germinant in them, even 
as modern literature is rooted in the survivals of 
their poetry and prose. When pedantry is avoided, 
and the genius, moral code and working philosophy 



of the ancients are apprehended, these men are 
seen to be very modern, having anticipated many of 
the findings of latter day philosophy, and having 
exposed many of the fallacies that ever and again 
clamor for acceptance. The classical student there- 
fore approaches modern thought from a point of 
vantage. As for mathematics and the family of 
associated studies, what collegian has not later 
learned to thank even implacable Euclid's grimmer 
algebraic progeny for an accretion of keen mental 
power ! 

The sarcasm of supposed superiority may lead 
some one to vaunt "the successful man who does 
not know a Greek root from a tulip bulb," but even 
that successful man would have been the better for 
discipline of the modern curriculum. For while 
the classics and mathematics still constitute the two 
foci, what a galaxy clusters around them ! In 
general literature the student now goes far afield. 
History is so presented, that Cobden's jibe falls 
harmless, his sneer at the Ilissus as a winter torrent 
in summer dammed up for the benefit of Athenian 
laundresses, and carefully treasured in the mind of 
the young Oxonian, who has misty conceptions of 
the Ohio, the Mississippi and the Missouri. Optional 
electives are introducing men to the new sciences 
fundamental to modern occupations. Readjust- 
ment is every where -in process. Nowhere is the 
collegian a dreamy doctrinaire. 

With disciplined mastery of his powers, powers 
estimated at about their real value, having learnt to 
take his bearings, with ideals purified and stimu- 
lated, and with character somewhat solidified, the 
young graduate to-day has on his side reasonable 
expectations of success. The man with a liberal 
education is in the better position to do the world's 
work, A statesmanship from which knowledge of 
history has been excluded, is handicapped if it is 



not essentially defective. A medical training lack- 
ing all knowledge of I/atin, must remain somewhat 
empirical, and since medical terminology is largely 
of Greek origin, this language also is essential to 
the physician or surgeon. The architect that does 
not know the people whose buildings first combined 
beauty and strength, must be very liable to crudities. 
The lawyer devoid of liberal culture would be a 
living paradox. The engineer ignorant of dynamics 
must work by rule of thumb in a hit or miss way, 
and may sometimes miss fatally. Perhaps there 
are successful litterateurs, who never quaffed the 
spring of Helicon, yet after all the highest prizes 
are for the most thoroughly equipped. A clergyman 
may do vast good without his Westcott and Hort or 
his Tischendorf, and though he cannot tell a Daleth 
from a Resh ; but the assurance of having "Thus 
saith the lyord" behind his message is more cer- 
tainly his, when he reads the Holy Scriptures in the 
originals. 

Far be it from me to claim a monopoly of worth 
for collegians. The saying is true, that "all 
humanity is the heir of science, and the communion 
of scholarship is an open communion." The father 
of modern transportation built his "Rocket" in 
virtue of no training in the theory of mechanism, 
but hard environment as a pit-boy from tender years 
stimulated inborn genius. When some Santos 
Dumont perfects aerial navigation, it may be recalled 
that a Montgolfier's conception of the balloon is 
said to have come from no treatise on aerostatics, 
but from a chance placing of a piece of paper on a 
coffee-pot, so that the steam distended it. The 
Tyrolese boy, who crushed mountain blossoms to 
get color for his amazing pictures on the side of his 
father's house, was Titian the artist before he 
studied under Bellini at Venice. Edison's wizard- 
like command of elementary lightning can be 



claimed by no school. To Mahaffy's remarks in his 
treatise on Descartes every thinker will assent : 
"The intellectual kings of the world are like 
Melchizedek, 'without father, without mother, 
without descent, having neither beginning of days 
nor end of life,' appearing suddenly, mysteriously, 
to bless the human race." 

Nevertheless, as matters usually stand, the 
average man with mind trained by scholarly 
discipline occupies a point of vantage. The world 
wants men who know things and who can see how 
their knowledge may be best applied. 

I am not surprised that a count of the eleven 
thousand five hundred names in the biographical 
lists of "Who's Who in America" confirms what we 
should expect ^ priori. It discloses the fact that 
70 per cent, of those who have attained more than 
local prominence were college men. 

Doubtless, educational methods will yet improve; 
but even now when tested by utilitarian tests, edu- 
cation pays. It is the highroad to success. After 
all, attainment is the disclosure of character ; for 
power resides in personality, and education de- 
velops and refines personal force. 

And by attainment I mean more than temporary 
gaining the end sought. Generally a first gaining 
of what was sought involves exposure to yet severer 
tests. Then woe to him who has dazzled with the 
glitter of mere plated ware. Loss of self-respect, if 
less tragic than that of Oedipus, yet scarcely less dis- 
heartening, accompanies such self-discovery. But 
there abides an incalculable reserve of satisfaction 
as the inalienable treasure of the rightly educated 
and thoroughly educated man. Recently I heard it 
stated that if you took a silver dollar worn by 
abrasion so nearly smooth that the stamp scarcely 
showed, and melted it, in melting the eagle would 
reappear, since the die struck through and affected 



every particle of that coin. I can not affirm this. 
But I do know, that when the die of true culture 
has placed its firm mark upon a man, there is a some- 
thing distinguishing him ineffaceably. He may not 
have success, as things are tested by their value "on 
Change." But he knows that a man's life consisteth 
neither in the abundance nor in the paucity of the 
things he possesseth. Culture has been a corrective 
of self-centered materialistic narrowness. His are 
resources that endure, and that add dignity to life 
in every state. He holds communion with the best 
in all ages. Honestly trying to fill his providential 
sphere, he remains fresh, aggressive, responsive to 
duty and honor, and sympathetically human. He 
has found and quaffed a truer fountain of immortal 
youth than that which Ponce de Leon vainly sought; 
for best of all, he knows, that he that doeth the will 
of God, abideth forever. 

Will any question, then, whether it pays to found 
and endow institutions for such a fashioning of 
men ? As the years pass, the wisdom of Mr. Pardee 
and Mr. Blair and others who have devised liberally 
for this honored institution will be more and more 
clear, the while their memory is revered. 

^garly last Saturday I was privileged to climb the 
observatory anchored to the crag known as Kagle 
Cliff at beautiful Mohonk. Mile after mile of 
sweeping lines of mountain top touched by the sun 
lay spread to view in the russet of mellow October. 
Minnewaska gleamed on a sister height. Far off to 
the North, rose the rugged piles of the Catskills. 
But on either side a light blue mist beneath me 
veiled the valleys of the Rondout and the Wallkill. 
Yet I knew what beauty to expect when the king of 
day had asserted his royalty. The pastoral thrift of 
the sons of the Huguenots, that has endowed those 
valleys with garden-like fertility, had become 
familiar in the past. The mist could not wholly 



hide, where memory might picture. To assert that 
we live in a momentous age may be to utter a plati- 
tude as stale as it is trite. Yet never did the saying 
involve more naked truth. We stand on a mountain 
top of achievement and of crisis. Mists veil the 
future, and wholly shut it from our vision. That 
mighty economic and social problems confront our 
national life and demand solution, we know. De- 
pendent races are looking to us for direction in 
their development. Occident fatefully touches 
Orient. America has entered upon new relations to 
the world. What the outcome of it all shall be, it 
were vain to prophesy. But this I do know : Gentle- 
men, you are to be congratulated, who by a liberal 
education are now fitting yourselves for leadership 
of men in this era of magnificent opportunity. And 
you, gentlemen, are equally to be congratulated, on 
whom rests the responsibility of preparing men 
who may help to mold the destinies of our 
glorious Republic, as she accepts the obligation of 
the strong to bear the burdens of the weak. God 
grant to each one enlightenment and strength to 
remain ever courageously loyal to honor and to 
right. 



Lafayette College occupies a site of unusual 
beauty and healthf ulness at the confluence of 
the Delaware and Lehigh rivers in the city of 
Easton, Pa. It offers the usual college courses, 
and also courses in Civil, Mining, and Elec- 
trical Engineering, and Chemistry. 

The college catalogue will be sent free 
upon application. An illustrated handbook, 
giving full particulars of the courses of study, 
the btiildings and the equipment, will be sent 
to any one on receipt of 20 cents in postage 
stamps. 

All inquiries should be addressed to 
Thk Rkgistrar, 
Lafayette College, 

Easton, Pa. 



LIBRARY OF CONGRESS 



028 342 641 5 



